P. L. Starck et al. / Open Journal of Nursing 3 (2013) 481-484
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physician teaching in every lab, students did not have the
advantage of seeing the same instructors every time they
returned to the laboratory. As a consequence, students
could not turn in their papers to the instructor who
supervised their practice in the content areas they were
writing about. It was suggested that the students com-
plete their write-ups within the laboratory session. How-
ever, the students had difficulties completing their review
of systems and physical examination within the three
hours available for the laboratory. While some retired
physicians offered their email addresses for students to
send their papers after laboratory hours, this was not
possible for all. In the latter case, nursing faculty graded
the assessments. This problem was solved the next se-
mester when a nursing faculty member was paired with
each laboratory section and the students gave their pa-
pers to the nurs i ng fa culty the next week.
4. EVALUATION
In evaluating the experience, the physician questionnaire
responses showed that the physicians were very positive
in being given the opportunity to share the knowledge
and expertise acquired over 40 years with a younger
generation and thereby have a positive impact on future
patient care. While they admitted to a sense of unease
prior to their first teaching experience with nurses, their
comfort level immediately improved after seeing the
students’ obvious pleasure at having experienced, knowl-
edgeable physicians present at their earliest educational
experience. The questionnaire also reflected that the phy-
sicians were still somewhat uncertain as to exactly what
their role should be.
Evaluation focused on the two objectives of effective-
ness and cost savings. Evaluations of both the physicians
and students were performed. After the end of the course,
a questionnaire was mailed to the participating physi-
cians and interviews were conducted with the students.
The cost benefit analysis showed a financial benefit to
the School by using retired physicians as adjunct faculty.
The savings were calculated by determining the number
of nursing faculty replaced to conduct the laboratory
sessions minus the cost of the pilot program. Expenses
included compensated p arking, orientation packets, refresh -
ments, a luncheon given at the end of the semester and
appreciation gifts (mementos), and a small fee paid to the
project liaison for a total of less than $4000 . Not counted
were the costs associated with administrative time spent
in recruiting faculty or coord inating schedules.
5. DISCUSSION
The number of volunteer physicians (22) initially re-
sulted in an increased time commitment for the Nursing
School’s faculty to coordinate the different teachers with
the different students. This work load was greatly red uc ed
by using the project management liaison who took over
this aspect of the course.
In the laboratory component of the basic undergra-
duate adult and pediatric health assessment course, ge-
neral health assessment and physical examination tech-
niques are covered. Traditionally, students would have
the same instructor throughout the semester for the labs.
As most of the physician volunteers were specialists,
there was initial concern that the physicians would only
sign up for areas involving their specialty. The students
related that any disadvantage that this caused was more
than compensated by having a specialist for each topic.
The physicians’ ability to provide guidance in devel-
oping physical exam skills helped the students accom-
plish the examination with more self confidence and
awareness of the “real” world beyond school. Creating a
mutually respectful physician/nurse interaction is diffi-
cult to replicate in the actual hospital setting due to
accessibility and time constraints but is critically impor-
tant for appropriate team management. This was not
difficult in the described environment. Furthermore, the
students learned about the diseases and treatments from
the medical side as well as from the nursing perspective.
This allowed the student to fully integrate the concepts of
disease management.
Post pilot project, the specific role of the retired phy-
sicians in the educational process was evaluated by the
project team. Indicators of the project’s success were
demonstrated by the feedback from both the students and
physicians; 30 physicians volunteered to teach the fol-
lowing semester. The physicians have been integrated
into other aspects in the life of the school, including so-
cial events. Seminars have been held for physicians,
including one as “Understanding generational differ-
ences”.
Another consideration for the future is to examine the
expectations of the nursing school faculty and the vol-
unteer physicians. Considerable time was spent by the
project management liaison contacting individual phy-
sicians, who had volunteered but wer e of town or out the
country, to determine when they were available for the
following semester. Further anticipatory development of
course curriculum will permit physicians to plan ahead
and facilitate their involvement. It should be noted that
once contacted the physicians enthusiastically expressed
a desire to continue their participation.
The program began in 2008 and has settled in to a
standard part of the BSN degree program. The class size
has grown to 120 students. There have been some at-
trition and change, including two deaths, but new volun-
teers have also joined.
The inclusion of retired physicians into the teaching
environment of the SON has been an extremely enrich-
ing experience for our students and faculty and utilizes